- •Передмова
- •A career in law
- •2. Answer the questions.
- •3. Read the text again and decide whether these statements are true (t) or false (f). If the statement is false, correct it.
- •4. Discuss these questions with a partner. Look at the sample responses.
- •5. Reading texts in a foreign language often means encountering unfamiliar words. Discuss these questions with a partner.
- •6. Quickly read the law course descriptions taken from a university website. Ignore the gaps for now. Do you think this university is in the uk? Why (not)?
- •7. Choose the correct title for each course in the catalogue.
- •8. Read the excerpt again and answer these questions.
- •9. Underline three words you do not know. Try to guess their meaning by looking at surrounding words and analysing the words.
- •10. Which of the courses in the excerpt are/were you required to take in the law degree programme you are/were enrolled in?
- •Graduate recruitment programme
- •1. Answer these questions.
- •2. Read these four descriptions of students and decide if they would be suitable for the Barker Rose Graduate Recruitment Programme. Give reasons for your answers.
- •3. Discuss these questions with a partner.
- •Structuring a presentation
- •8. This outline gives a detailed summary of the main parts commonly found in presentations.
- •10. How formal was the style of the presentation? Support your answer with examples from the table above.
- •11. Prepare a short presentation on one of these subjects. Use the guidelines above to help you.
- •1. Give examples from your country (different countries) of how the family is given special legal consideration.
- •2. Match the following English words and expressions with their Ukrainian equivalents:
- •3. Skim the text to understand its general meaning. Try to point out the main ideas of the text and write a plan for the text.
- •4. Prepositions. Choose the right preposition in brackets according to the contents of the sentences (on, by, in, from, as…as, to, with).
- •5. Insert one of the following words into the text in an appropriate form. Century, code, civil,
- •1. Match these bodies of law with their definitions.
- •2. Complete the text below contrasting civil law, common law and criminal law using the words in the box.
- •3. Which body of law, civil law or common law, is the basis of the legal system in our jurisdiction?
- •4. Read the following short texts, which each contain a word used to talk about types of laws. In which kind of document do you think each appeared? Match each text (1-5) with its source (a-e).
- •5. Find words in Exercise 5 which match these definitions. Consult the glossary if necessary.
- •7. Match each of the following types of court (1-9) with the explanation of what happens there (a-I).
- •8. Complete this diagram with the words and definitions below.
- •10. Match these documents with their definitions.
- •1. Give examples from your country (different countries) of how the family
- •Is given special legal consideration.
- •2. Match the following English words and expressions with their
- •Civil law (family, contract, intellectual property)
- •3. Divide the text into logical parts and supply a title for each of them.
- •4. Find in the text and decide from the context what the word could mean, then choose the appropriate definition.
- •5. Prepositions. Choose the right preposition in brackets according
- •6. Insert one of the following words into the text in an appropriate form.
- •7. The verbs below can all be used to form nouns or adjectives. Find in the text the nouns/ adjectives which have related meanings and make up your own sentences with them.
- •9. Collocations
- •Intellectual property
- •Intellectual property
- •1. Match the words with their definitions.
- •2. Answer the questions.
- •3. Decide which of the terms in bold match these definitions.
- •4. Match the two halves of these definitions of key terms from the text. Consult the glossary if necessary.
- •5. Explain what is meant by these terms related to intellectual property rights in your own words. Use the sentences in Exercise 2 as models.
- •Copyright
- •Violate copyright
- •1. Make up word-combinations.
- •2. Answer the questions.
- •4. Decide whether these statements are true or false.
- •5. Complete the table below using these phrases.
- •6. Complete these responses to a statement made by another speaker in a discussion using the words point or view. In one case, both words can be used.
- •7. Discuss these questions.
- •1. Discuss the following questions:
- •2. Match the following English words and expressions with their Ukrainian equivalents:
- •Common law
- •3. Mark these statements t (true) or f (false) according to the text.
- •4. Below are some words and phrases derived from «appeal» and «judge». Link each item to its definition.
- •5. Prepositions. Choose the right preposition in brackets according
- •6. Substitute the active vocabulary of the lesson for the italicized parts.
- •1. Do you agree with the statement “Criminals need help more than punishment”?
- •2. Match the following English words and expressions with their Ukrainian
- •Criminal law
- •3. A. Give the definitions for the following legal terms:
- •7. Crime. Put each of the following words and phrases into its correct place in the passage below.
- •8. Make a plan of the text in the form of questions and ask your friends to answer them.
- •9. Here are some more crimes. Complete the table if necessary consult the dictionary.
- •10. Give the name of the defined law breaker.
- •11. Put these words and phrases from the text in the correct box.
- •1. Answer the following questions:
- •2. Match the following English words and expressions with their Ukrainian
- •Read the text to understand what information is of primary importance
- •Crime investigation: forensic science and scientific expertise
- •3. A. Give the definitions for the following terms and expressions. What are these methods used for? What can they help to an investigator?
- •6. Insert one of the following words into the text in an appropriate form.
- •7. There are two crime-detection methods, fill in the chart with the words below. Sort out odd words.
- •13. Put each of the following words in its correct place in the passage below.
- •Reading tasks_______________________________________________________
- •Employers fail to support violence victims’
- •1. Find in the text the English equivalents for the words and word combinations below.
- •Charity violence crimes to resign
- •Confidence violent at gun-point guard
- •Ability attack victim according to
- •Assistance raid armed security workplace
- •3. Guess the meanings of the following English words:
- •4. Decide whether the following statements are correct. If they are not correct, rewrite them. After you have done this, check your variants with the text.
- •Reading tasks_______________________________________________________
- •£200,000 For crippled school head
- •5. Guess the meanings of these words:
- •6. Fill in the blanks with the words from the box given below. Use one word per space.
- •1. Now look through the vocabulary below. Make several sentences using these words and word combinations:
- •2. Match the words and expressions on the left with their definitions on the right. One has been done for you as an example.
- •3. Compose a few sentences using the terms from the table. Ask your partner to translate them.
- •4. Give synonyms to the following:
- •1. What is the key word that characterizes property law vs. Contract law?
- •2. Match the following English words and expressions with their Ukrainian equivalents:
- •Contract law
- •3. Answer the following questions using the information from the text:
- •4. Explain in other words the following words and word combinations:
- •6. Match the verbal combinations with the word ‘contract’ with their Ukrainian equivalents:
- •7. Substitute the active vocabulary of the lesson for the italicized pails:
- •8. Explain the difference in meanings of the following words in pairs below.
- •1. Tell in a few words what you know about administrative law.
- •2. Match the following English words and expressions with their Ukrainian equivalents:
- •Administrative law
- •3. Mark these statements t (true) or f (false) according to the text.
- •4. Find words and expressions in the text which mean:
- •5. Word families. Give the word family of the word administration (such as adjective, verb, noun etc.) Translate them into Ukrainian.
- •7. Make the following sentences complete by translating the words and phrases in brackets:
- •8. Use the word in capitals at the end of the line to form a word that fits in the space in the same line. See an example.
- •1. How do you understand the term constitution and its role in a political community?
- •2. Match the following English words and expressions with their Ukrainian equivalents:
- •Constitutional law
- •3. Mark these statements t (true) or f (false) according to the text.
- •4. Answer the questions on the text above:
- •5. Make the following sentences complete by translating the words and phrases in brackets.
- •6. Find the meaning in which the word «constitution» is used in the text:
- •7. Find in the text all the word combinations with the word and family of the word “constitution”. Give their Ukrainian equivalents. Make up your own sentences with them.
- •8. Complete the sentences with the given words:
- •9. Match these documents with the descriptions below:
- •International law
- •3. Answer the following questions using the information from the text:
- •4. Continue the list of the words that are close in meaning:
- •5. Give the word families of the following words. Mark the meaning in which the following words are used in the text:
- •7. Find the definitions of the key words:
- •International criminal court
- •Is the simple hope of the vision. We are close to
- •Its realization. We will do our part to see it
- •2. Match the following English words and expressions with their Ukrainian equivalents:
- •Human rights
- •3. Answer the following questions using the information from the text:
- •4. Give the word families of the following words. Mark the meaning in which the following words are used in the text:
- •5. Write down the plan for this text in the form of questions. Ask your partners to answer them.
- •7. Express your thoughts on the subject.
- •8. What do you understand under the term human rights? Predict the list of words which to your mind could be used in the text.
- •9. Match the following English words and expressions with their Ukrainian equivalents:
- •The european convention on human rights. Human rights and eu law
- •10. Check your understanding of the main points, read the whole text carefully and:
- •1. What do you know about Labour Code? Have the Ukrainian citizens any Employment or labour rights under the Constitution?
- •2. Match the following English words and expressions with their Ukrainian equivalents:
- •Employment law
- •3. Make up a plan of the text in the form of questions. Ask your partner to answer them.
- •4. Word study. Find the meaning in which the word to employ is used in the text:
- •6. Make the following sentences complete by translating the words and phrases in brackets.
- •7. Word families. Give the word family of the word to employ (such as adjective, noun etc.).
- •9. Match each word on the left with the correct definition on the right.
- •10. Pick out from the text all the word combinations with the following words and give their Ukrainian equivalents.
- •11. Using the scheme (plan) of annotation annotate the text “Employment Law”
- •12. Match these key terms with the examples.
- •13. Answer these questions.
- •14. Look at the title and read the first paragraph of the text. What do you think case bonanza means? Why will there be a case bonanza?
- •15. Read the first two paragraphs. What does each of the three planned directives deal with? eu employment laws mean case bonanza
- •16. Read the whole text and decide whether these statements are true or false.
- •17. Match these words or phrases from the text with their synonyms.
- •An employment tribunal claim
- •18. Listen and tick the actions that Gwen will take following the phone
- •19. Choose the correct answer to each of these questions.
- •20. This email was sent by Gwen to Jane as promised in the telephone conversation. What documents are attached to the email? Underline the sentences she uses to refer to them.
- •22. Match these formal expressions from the email with their informal counterparts.
- •25. Look at these phrases for disagreeing and tick the ones which you think would be acceptable for a lawyer to use with a client.
- •26. Using the phrases for agreeing and disagreeing presented above, discuss these statements with a partner.
- •1. Express your opinion: Do we need any kinds of consumer protection? Have you ever had problems in this sphere?
- •2. Match the English and Ukrainian equivalents.
- •Consumer law: protection of consumers
- •3. Mark these statements t (true) or f (false) according to the text. Find the part of the text that gives the correct information.
- •4. Complete each sentence with a word from the list:
- •6. Find in the text all the word combinations with the word and family of the word consume. Give their Ukrainian equivalents. Make up your own sentences.
- •7. Use the word in capitals at the end of the line to form a word that fits in the space in the same line. The first has been done for you.
- •8. Using the scheme (plan) of annotation annotate the text “Consumer Law: Protection of Consumers”
- •1. 1. What legal documents provide the range of duties and powers of the Notary in Ukraine? Have you read them?
- •2. Have you ever gone to the notary? When and what reason?
- •2. Match the following English words and expressions with their Ukrainian equivalents.
- •The notary
- •3. Answer the following questions using the information from the text:
- •4. Word study. Find in the text the words that correspond to the following definitions:
- •7. Match the verbs in column a with the nouns in column b.
- •8. Match the following synonyms and try to guess the differences in their meanings. Compose your sentences to illustrate the usage of these words.
- •10. A. Read and translate Article 41 of the Ukrainian Constitution:
- •11. Translate into English using the vocabulary of the text.
- •12. Write a short composition or dialogue describing your visit to the notary office and the prevailing atmosphere.
- •1. Have you ever worked? What documents did you have to supply?
- •2. What is resume?
- •Curriculum vitae
- •As an applicant you agree to and understand the following:
- •Selecting your cv format
- •3. Using the following example and keeping in mind at whom your resume is directed choose the format of your own resume and explain your choice. See an example of chronological one.
- •What should you leave out of your cv?
- •1. Give the exact translation of the term “cover letter” in Ukrainian?
- •2. What does it mean from your point of view? Is it important?
- •Cover letter
- •Basic rules for effective cover letters
- •3. Using the above-mentioned information try to compose your own cover letter.
- •5. Requesting and giving personal references
- •7. Imagine yourself as an employer and fill the blanks in the employment letter.
- •1. What is Maritime Law?
- •1. Divide into groups of two or three and make up a list of about 10 reasons
- •2. Brainstorm the reasons of writing in business world.
- •Business correspondence
- •3. Look at the following letters.
- •4. Consider a scheme of a Ukrainian document.
- •5. Consider a scheme of a Ukrainian business letter. Try to write in Ukrainian any business letter of your own.
- •Structure and Presentation
- •6. Study the following list of phrases to ensure that you know them all.
- •7. Compare the given structures of letters in English and Ukrainian: are there any differences. If yes, what are they?
- •8. Complete the chart by the missing English or Ukrainian version of the phrase.
- •9. What kind of business letters do you know? List them in Ukrainian in writing.
- •10. Read the text to find out the types of English business letter.
- •Informal letter
- •11. A. Match these words with their definitions.
- •12. A. Some of common abbreviations:
- •13. Consider that business lexicon in translation may present difficulties since the word combinability is different in different languages.
- •1. Letter asking the Agent to arrange meeting with a lawyer in connection with the collision
- •2. Collision
- •3. Letter to a ship guilty of collision proposing her captain to settle the matter amicably
- •4. Letter asking the Agent to send a doctor in connection with a casualty aboard the ship
- •5. Лист-протест капітана органу влади в іноземному порту проти затримання судна за невідповідність міжнародним конвенціям
- •6. Letter informing of pilferage of goods
- •46 Quarantine Road,
- •7. Statement of Sea Protest by dry cargo vessels
- •8. Лист про передачу спору до морської арбітражної комісії
- •1. Give the definition of the terms “summary” and “review” in English in your own words.
- •2. Try to explain their purpose in English.
- •3. Read and analyse words, word combinations, clichés usually used in the writings.
- •4. Have you ever read any annotation? What is its purpose? What does it look like in structure?
- •5. Using all above-mentioned information read the text, make a plan of annotation and annotate the text. Labor Law
- •Література
1. How do you understand the term constitution and its role in a political community?
2. Match the following English words and expressions with their Ukrainian equivalents:
inalienable right
supranational institutions
a church congregation
retroactive law
prerequisite
to label
patterns of governance
to ensure respective powers
to endow
positive law
divine law
позитивне, чинне право
духовне, божественне право
невід'ємне право
наділяти
передумова
відносити до категорії,іменувати
наднаціональні інститути
моделі управління
конгрегація, релігійна група
наділяти відповідними повноваженнями
закон, що має зворотню силу
Reading tasks_______________________________________________________
Read the text to understand what information is of primary importance or new for you.
Constitutional law
Constitutional law is the body of rules, doctrines, and practices that govern the operation of political communities. In modern times by far the most important political community has been the national state. Modern constitutional law is the offspring of nationalism as well as of the idea that the state must protect certain fundamental rights of the individual. As national states have multiplied in number, so have constitutions and with them the body of constitutional law. But constitutional law originates today sometimes from non-national sources too, while the protection of individual rights has become the concern also of supranational institutions.
In the broadest sense a constitution is a body of rules governing the affairs of an organized group. A parliament, a church congregation, a social club, or a trade union may operate under the terms of a formal written document labelled constitution. This does not mean that all of the rules of the organization are in the constitution, for usually there are many other rules such as bylaws and customs. Invariably, by definition, the rules spelled out in the constitution are considered to be basic, in the sense that, until they are modified according to an appropriate procedure, all other rules must conform with them. Thus the presiding officer of a club is obliged to rule that a proposal is out of order if it is contrary to a provision of its constitution. Implicit in the concept of a constitution is that of a higher law that takes precedence.
Every political community, and thus every national state, has a constitution, at least in the sense that it operates its important institutions according to some fundamental body of rules. In this sense of the term the only conceivable alternative to a constitution is a condition of anarchy. Constitutions may be written or unwritten; they may be complex or simple; they may provide for vastly different patterns of governance. Even if the only rule that matters is the whim of an absolute dictator, that may be said to be the constitution.
The constitution of a political community is therefore composed, in the first place, of the principles determining the agencies to which the task of governing the community is entrusted and their respective powers. In absolute monarchies, such as the Oriental kingdoms and the Roman Empire in antiquity and the French monarchy between the 16th and 18th centuries, all sovereign powers were concentrated in one person, the king or emperor, who exercised them directly or through subordinate agencies that had to act according to his instructions. In ancient republics, such as Athens and Rome, the constitution provided, as do the constitutions of most modern states, for a distribution of powers among distinct agencies. But whether it concentrates or distributes these powers, a constitution always contains at least the rules that define the structures and operations of the government that runs the community.
The constitution of a political community may contain more, however, than the definition of the authorities endowed with powers to command. It may also include principles that delimit those powers in order to secure against them fundamental rights of persons or groups. The idea that political sovereignty is not unlimited stems from an old tradition in Western philosophy. Well before the advent of Christianity, Greek philosophers thought that positive law — i.e., the law actually enforced in a community in order to be just must reflect the principles of a superior, ideal law: natural law. Similar conceptions were propagated in Rome by Cicero and by the Stoics. Later the Church Fathers and the Scholastics held that positive law was binding only if it did not conflict with the precepts of divine law. These considerations did not remain abstract speculations of philosophers and theologians; to a measure, they found reception in fundamental rules of positive legal systems. In Europe, for example, the authority of political rulers throughout the Middle Ages did not extend to religious matters, which were strictly reserved to the jurisdiction of the church. The powers of political rulers, moreover, were limited by the rights of at least some classes of subjects. Quarrels and fights over the extent of such rights were not infrequent; and they were sometimes settled through solemn, legal “pacts” among the contenders, the prominent example being Magna Carta (1215). In the modern age, even the powers of an absolute monarch such as the king of France were not truly absolute: acting alone, he could not alter the fundamental laws of the kingdom or disestablish the Roman Catholic Church.
Against this background of already existing legal limitations on the powers of governments, a decisive turn in the history of Western constitutional law occurred when a theory of natural law based on the “inalienable rights” of the individual was developed. John Locke (1632-1704) was the first outstanding champion of the theory. He was followed by others, and in the 18th century the doctrine of the rights of the individual became the banner of the Enlightenment. The theory assumed that there are certain rights belonging to every single human being (religious freedom, freedom of speech, freedom to acquire and possess property, freedom not to be punished on the basis of retroactive laws and of unfair criminal procedures, and so on), which governments cannot “take away” because they were not “created” by governments. The theory further assumed that governments must be organized in such a way as to afford an effective protection of the rights of the individual. For that purpose it was thought that, as a minimal prerequisite, governmental functions must be divided into legislative, executive, and judicial; that executive action must comply with the rules laid down by the legislature; and that remedies, administered by an independent judiciary, must be available against illegal executive action.
The theory of the rights of the individual was a potent factor in reshaping the constitutions of Western states in the 17th, 18th, and 19th centuries. The first step was made by England at the time of the Glorious Revolution (1688). All of these principles concerning the distinction of governmental functions and their appropriate relations were incorporated in constitutional law. England also soon changed some of its laws so as to give more adequate legal force to the newly discovered individual freedoms. It was in the United States, however, that the theory scored its most complete success. Once the English colonies became independent states (1776), they faced the problem of giving themselves a fresh political organization. They seized the opportunity to spell out in special legal documents, which could be amended only through a special procedure, all the main principles providing for the distribution of governmental functions among distinct state agencies as required by the theory, as well as the main principles concerning the rights of the individual the theory wanted to be respected by all state powers. The federal Constitution (1788) and its Bill of Rights (Amendments 1-X, 1791) did the same, shortly thereafter, at the national level. By giving through this device a formal, higher status to rules defining the essential organization of government, as well as the essential limitations of its legislative and executive powers, U.S. constitutionalism put in full evidence the character that belongs, in essence, to all constitutional law: the fact of its being “basic” with respect to all other laws of the legal system. This also made it possible to set up institutional controls over the conformity even of legislation with the group of rules considered, within the system, to be of supreme importance.
The American idea of stating in an orderly, comprehensive document the essentials of the rules that must guide the operations of government became popular very quickly. Since the end of the 18th century scores of states, in Europe and elsewhere, have followed the United States’ example. Today, almost all states have constitutional documents describing the fundamental organs of the state, the ways they should operate, and, usually, the rights they must respect and even sometimes the goals they ought to pursue. Notwithstanding great differences among themselves, the constitutional charters of contemporary states are all similar at least in one respect: they are meant to express the core of the constitutional law governing their respective countries.
UNDERSTANDING MAIN POINTS___________________________________
